This group profile is not based upon any learner under my pastoral care, past or present; it is designed and published for educational purposes only as part of my teacher training.
I created my group profile based upon experience and new understanding into effective learning strategies; the proposed ‘learners’ do not exist, they have been created to provide a challenging and dynamic range of possible issues faced within teaching environments.
Scheme Of Work
Please see the document below for the Scheme of Work that I am currently following this term; as commented upon in my reflective diary “The creation of this new scheme of work, was stressful, yet very rewarding; I believe I have structured an ideal format, based upon the college’s standard design. I have incorporated colour coding and like with my handouts, I have highlighted, key ‘higher order‘ thinking terms in red, to emphasise their importance in the learning objectives.
Lesson Observations x 2
My second lesson observation of the year, I have reflected upon this in a ‘Reflection Sheet’.
Throughout this course, I have been keeping a detailed diary of my progression; the format of this diary has been reflective, where I have written up my notes from each lesson and commented upon application, development and pertinence to my specialism. My main objective, has been to adapt and apply the skills and tools acquired throughout the course to my immediate teaching. Some of these tools, I have been able to effortlessly integrate into my Teaching, Learning and Assessment, such as the various differentiated methods of assessment; other strategies will take time to develop and tailor to suit my learners needs and requirements.
A key component in the development of my teaching practice, has been the structure of a detailed Scheme of Work; in the past, I have never favoured writing these, however, recently I have come to acknowledge their importance within planning and developing curricular. The SOW I created, incorporates elements from a lesson plan, where objectives and learning outcomes are supported with Blooms, higher order thinking verbs.
To support my reflective journal, the following diary entries evidence key reflective points, throughout this term.
Bibliography Of Research
Teaching and learning in further education: The Ofsted factor
Author: Burnell, I.
Cite: Burnell, I. (2016). Teaching and learning in further education: The Ofsted factor. Journal of Further and Higher Education, 41(2), pp.227-237.
Weaving the ‘Seamless Web’: Why higher education and further education need to ‘merge’ if lifelong learning is to become a reality
Author: Marks, A.
Cite: Marks, A. (2002). Weaving the ‘Seamless Web’: Why higher education and further education need to ‘merge’ if lifelong learning is to become a reality. Journal of Further and Higher Education, 26(1), pp.75-80.
MEREDITH BELBIN: ‘THE EU IS A MINISCULE BUREAUCRACY’
Managementtoday.co.uk. (2018). Meredith Belbin: ‘The EU is a miniscule bureaucracy’.
Available at: https://www.managementtoday.co.uk/meredith-belbin-the-eu-miniscule-bureaucracy/leadership-lessons/article/1399109 [Accessed 27 Jan. 2018].
Group and Team Roles | SkillsYouNeed
Group and Team Roles | SkillsYouNeed.
Available at: https://www.skillsyouneed.com/ips/group-roles.html [Accessed 18 Jan. 2018].
BELBIN: TEAM ROLES
Businessballs.com. (2018). Belbin: Team Roles.
Available at: https://www.businessballs.com/leading-teams/team-roles-meredith-belbin-4244/ [Accessed 18 Jan. 2018].
BELBIN | GREAT TEAMS START WITH BELBIN
Belbin.com. (2018). Belbin | Great teams start with Belbin.
Available at: http://www.belbin.com/about/belbin-team-roles/ [Accessed 15 Jan. 2018].
6 POWERFUL LEARNING STRATEGIES YOU MUST SHARE WITH STUDENTS | CULT OF PEDAGOGY
Cult of Pedagogy. (2018). 6 Powerful Learning Strategies You MUST Share with Students | Cult of Pedagogy.
Available at: https://www.cultofpedagogy.com/learning-strategies/ [Accessed 18 Jan. 2018].
FUNDING EDUCATION FOR 16- TO 19-YEAR-OLDS – GOV.UK
Gov.uk. (2018). Funding education for 16- to 19-year-olds – GOV.UK.
Available at: https://www.gov.uk/government/collections/funding-education-for-16-to-19-year-olds [Accessed 12 Jan. 2018].
Sex and Relationship Education Guidance – DfEE
Gov.uk. (2018). Sex and Relationship Education Guidance
Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/283599/sex_and_relationship_education_guidance.pdf [Accessed 12 Jan. 2018].
METHODS OF DIFFERENTIATION IN THE CLASSROOM
Bbcactive.com. (2018). Methods of Differentiation in the Classroom.
Available at: http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx [Accessed 12 Jan. 2018].
CHRONIC FATIGUE SYNDROME (CFS/ME)
nhs.uk. (2018). Chronic fatigue syndrome (CFS/ME).
Available at: https://www.nhs.uk/conditions/chronic-fatigue-syndrome-cfs/ [Accessed 11 Jan. 2018].
THE DIFFERENCE BETWEEN DYSLEXIA AND DYSCALCULIA
Understood.org. (2018). The Difference Between Dyslexia and Dyscalculia.
Available at: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/the-difference-between-dyslexia-and-dyscalculia [Accessed 07 Jan. 2018].
How technology is empowering dyslexic students
Tucker, D. (2018). How technology is empowering dyslexic students. The Independent.
Available at: http://www.independent.co.uk/student/student-life/Studies/modern-technology-and-software-is-helping-to-empower-students-with-dyslexia-3-ways-how-a6791131.html [Accessed 07 Jan. 2018].